English 8174: 20th & 21st Century Rhetoric Syllabus, Fall 2014

English 8174: 20th & 21st Century Rhetoric Fall 2014

Holmes / ENGL 8174 / 1

Course: English 8174 / Mon. 9:00-11:30 AM / CLSO 406 or 25PP 2325 Course Websites: http://eng8174fall14.wordpress.com/ (syllabus, schedule, assignments) &

Desire 2 Learn (D2L) http://d2l.gsu.edu (course readings, assignment submissions)

Instructor: Dr. Ashley J. Holmes / 25 Park Place, Room 2430 / [email protected] In-Person Office Hours: By appointment only. Email or see me after class. Virtual Office Hours: Tuesdays 9:30 – 11:30 AM

During my virtual office hours, I will be logged-in to my GSU email account to respond quickly to emails. I will also be available via Google + for chatting (through instant messaging) and/or video hangout. You can either schedule a video/chat appointment or you can invite/email me at [email protected].

Please note that the course syllabus provides a general plan for the course; deviations may be necessary. Course Description & Objectives English 8174 invites students to engage with some of the prominent conversations, issues, and debates within rhetorical studies in the 20th and 21st centuries. A primary goal of the course is to familiarize you with foundational scholars and concepts that have been central to the study of rhetoric since the mid-20th century. However, equally important to the goals of the course is for you to gain an understanding of current conversations in rhetoric; thus, the readings have been selected to illustrate contemporary applications of these foundational theories and assignments are intended to give you the opportunity to join recent and ongoing scholarly debates. Through course assignments and experiences, students will do the following:

• Read critically and analyze a variety of essays and articles in modern and contemporary rhetoric,

• Identify and discuss influences and applications of rhetorical theory in culture, language, literary theory, popular culture, and education,

• Write responses to course readings that summarize, synthesize, and engage with the scholars’ arguments,

• Read and study model book reviews in preparation for writing a review of a recently published book in rhetorical studies,

• Conduct outside research and prepare a proposal for research, • Work collaboratively in research groups to provide feedback on draft writing throughout

the course, and • Write and revise an academic essay concerning issues of contemporary rhetoric theory

and/or practice.



Digital Access & Recommended Texts There is not a required textbook for this course; all required readings will be available online through D2L, thus you will need consistent access to a computer outside of class. It is my expectation that you will bring print or electronic copies of the required readings to class for our discussions. While I am not requiring a textbook for the course, there are a number of edited collections in 20th & 21st Century Rhetoric that you may find helpful to consult or purchase. Below is a list of recommended texts; these are entirely optional for purchase. Bizzell, Patricia, and Bruce Herzberg, eds. The Rhetorical Tradition: Readings from Classical

Times to the Present. Bedford/St. Martin’s, 2000. Print. Foss, Sonja K., Karen A. Foss, and Robert Trapp, eds. Contemporary Perspectives on Rhetoric.

3rd ed. Long Grove: Waveland Press, 2002. Print. Foss, Sonja K., Karen A. Foss, and Robert Trapp, eds. Readings in Contemporary Rhetoric.

Long Grove: Waveland Press, 2002. Print. Lucaites, John Louis, Celeste Michelle Conditt, and Sally Caudill, eds. Contemporary Rhetorical

Theory: A Reader. New York: The Guilford Press, 1999. Print. Lunsford, Andrea A., Kirt H. Wilson, and Rosa A. Eberly, eds. The SAGE Handbook of

Rhetorical Studies. SAGE, 2008. Print. Ott, Brian L., and Greg Dickinson, eds. The Routledge Reader in Rhetorical Criticism. New

York: Routledge, 2013. Print.

Course Assignments Reading Responses: 10%

Over the course of the semester, you will choose 3 class sessions for which you will write a 250 – 500 word reading response. The purpose of this response is for you to 1) both summarize and synthesize the main arguments of the readings for that class session, and 2) engage with the readings by offering your own responses to and questions about the authors’ main arguments. You may choose any 3 class sessions whose topic interests you and/or schedule suits you. Submit your reading responses to the D2L dropbox (you will see separate folders for each of 3 responses) prior to the start of class on the date of readings you’ve selected. Late submissions (after the class session for the selected date) will not be accepted.

Book Review: 20% (3 to 5 pages, plus cover sheet)

Writing book reviews is an excellent way to practice your abilities to summarize overall arguments and contextualize them within the broader field of rhetoric and composition. They also represent an excellent opportunity for publication, especially if you are reviewing a recently published book. Your first assignment for the course will be to review a book in rhetorical studies published within the last 5 years (preferably within the last 3 years). On the course website (under assignments), I have provided a suggested list



of books, though you should feel free to propose books not on the list that meet the above criteria. Below is a summary of the major due dates for this assignment:

• You will select your book within the first week of class and submit your choice for approval by me in person or via email no later than Sept. 1st.

• On Sept. 8th, you will provide a brief oral presentation of your selected book and bring a model book review to work with in-class. We will also form research groups. (See calendar for more details on these assignments).

• On Sept. 15th, you will post a draft of your review to the D2L dropbox. • On Sept. 19th (Fri.), you will post responses to your research group members’

drafts in D2L (the same dropbox where you submitted your draft). • On Sept. 22nd, we will discuss select drafts in class. • On Sept. 29th, you will submit the final draft of your book review (3 to 5 pages) to

the D2L dropbox with a cover sheet that does the following: 1) lists the bibliographic information for the review you selected as a model,

followed by a paragraph explaining why you selected that model and how you used it as a point of reference for assessing what you hoped to accomplish in your own review,

2) provides a 2 to 3 sentence abstract summarizing your review, and 3) includes a paragraph that identifies a target journal for publication and

explains why you believe your review would be publishable in that journal. Feel free to include excerpts from CFPs or other content from the journal that helped in your selection.

Research Proposal: 20% (5 to 7 pages)

In preparation for the academic essay, you will submit a 5 to 7 page proposal for your research. Your proposal should define the type of research you plan to conduct (e.g., rhetorical analysis of a text/object/artifact, theoretical or pedagogical application, comparative, etc.), situate your work within 20th and 21st century rhetoric, and suggest the ways in which your research offers a contribution to the field. You should offer a preliminary hypothesis (which should develop into your main argument for the academic essay) and a timeline/plan for your research in the coming weeks. Be sure to include a bibliography of at least 8 sources you have already or plan to consult for your research. Because this assignment requires you to establish general claims that you will develop over time and project a list of readings related to your area of research, it intends to give you practice in skills you will need for your thesis or dissertation prospectus, as well as your comprehensive exams.

• On Mon., Oct. 20th, a draft of your research proposal is due as an upload to the D2L dropbox before the start of class.

• Responses to peer draft proposals due (in the same D2L dropbox you submitted the draft proposal) by Fri., Oct. 24th.

• Mon., Oct. 27th, final draft of research proposal due as an upload to D2L dropbox prior to the start of your conference sign-up time. Instead of class that day, you will join me for a conference in my office (25 Park Place, Room 2430), where we will discuss your research proposal and plans.



Academic Essay 50% (15 to 22 pages, plus cover sheet)

Your final project in this course will be an academic essay of 15-22 pages that offers your argument, analysis, and/or theoretical or pedagogical application of an issue related to contemporary rhetoric.

• Mon., Dec. 1st: Draft of academic essay due to D2L dropbox before the start of class.

• Mon, Dec. 8th: Read all peer drafts in advance of class. Present work-in-progress draft. Discuss all peer drafts in class. (See assignment details on calendar.)

• Mon., Dec. 15th: Academic essay due as an upload to D2L dropbox no later than 5:00 PM. With the final draft, include a cover sheet that addresses the following: 1) A one-paragraph abstract of your essay, 2) A citation of the specific journal you would submit the essay to and a rationale

for choosing that journal, 3) The major strengths of this draft of your essay, 4) With more time for another round of revision, the aspects of the essay you

would work to improve, more fully develop, and/or re-think.

Course Policies Attendance Policy & Expectations for Participation Daily attendance and participation are essential to your success in this course, and I expect you to attend all class sessions, be on time, and arrive prepared having completed required readings. I will take attendance daily at the start of class. However, in the event that you cannot make it to class, please be sure you understand the course attendance policy as follows: If a student misses more than 2 classes (2 weeks), he or she may risk failing the course. The midpoint for the semester is October 14th. Students wishing to withdraw should do so before this date in order to receive a grade of W for the course. Late Work Course assignments are due at the specified time on the date stated. If you foresee not being able to submit an assignment on time because of extenuating circumstances, please talk to me in advance to inquire about an extension. If you submit late, without an approved extension, your grade drops one third of a letter grade per calendar day, which includes days that we do not meet for class. I would much rather you submit an assignment late than not at all, so please contact me if you are having a difficult time submitting an assignment; we can typically work out an arrangement. Submission Policies You may be asked to submit your work in print or electronic forms, either in-class or at a date and time out of class. Please follow all stated instructions for how, when, and where to submit your assignments for this course. Grading Scale A+ 97 - 100%, A 93 - 96%, A- 90 - 92%, B+ 87 - 89%, B 83 - 86%, B- 80 - 82%, C+ 77 - 79%, C 73 - 76%, C- 70 - 72%, D+ 67 - 69%, D 63 - 66%, D- 60 - 62%, F 59% - 0%



Academic Honesty As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. According to GSU’s handbook, dishonorable conduct includes plagiarism, cheating, unauthorized collaboration, falsification, and multiple submissions of your academic work. For specific examples and definitions of each of these forms of conduct, please see the Policy on Academic Honesty, section 409 in the Faculty Handbook: http://www2.gsu.edu/~wwwfhb/fhb.html. Course Assessment Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. Accommodations I am happy to accommodate any student who has a documented disability registered with GSU’s Office of Disability Services. If this applies to you, please plan to make an appointment with me during the first weeks of the semester so we can make a plan for the best way to accommodate your needs. Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought.

Campus Resources

The Writing Studio http://www.writingstudio.gsu.edu/ The purpose of the Writing Studio is to enhance the writing instruction that happens in academic classrooms, by providing undergraduate and graduate students with an experienced reader who engages them in conversation about their writing assignments and ideas, and familiarizes them with audience expectations and academic genre conventions. We focus on the rhetorical aspects of texts, and provide one-on-one, student-centered teaching that corresponds to each writer’s composing process, especially invention and revising. We do not provide editing or proofreading services. We aim to create better writers, not “perfect papers,” so we address “works-in-progress” in tutorials, and not finished texts. Counseling & Mind-Body Health Resources 404-413-1640, http://counselingcenter.gsu.edu/ Life in graduate school can get complicated. Students sometimes feel overwhelmed, experience anxiety or depression, and struggle with relationships or family responsibilities. GSU’s Counseling & Testing Center offers counseling, crisis, and mind-body health resources to help students cope with difficult emotions and life stressors.



Course Schedule

This course schedule is subject to changes. Please check the calendar on the course website for the most up-to-date version of the schedule of readings, assignments, and due dates. Also check the news feature on D2L for announcements of changes. Mon., Aug. 25

Introduce syllabus and major assignments. Sign-up for book review selections or email selection by Mon., Sept. 1st.

Rhetorical Situation (27 pages)

Bitzer, Lloyd F. “The Rhetorical Situation.” Philosophy and Rhetoric 1 (1968): 1-14. Rpt. in Contemporary Rhetorical Theory. Ed. John Louis Lucaites, Celeste Michelle Condit, and Sally Caudill. New York: Guilford Press, 1999. Print. 217-25. Vatz, Richard E. “The Myth of the Rhetorical Situation.” Philosophy and Rhetoric 6 (1973): 154-57. Rpt. in Contemporary Rhetorical Theory. Ed. John Louis Lucaites, Celeste Michelle Condit, and Sally Caudill. New York: Guilford Press, 1999. Print. 226-31. Biesecker, Barbara. “Rethinking the Rhetorical Situation from within the Thematic of Differánce.” Philosophy and Rhetoric 22 (1989): 110-30. Rpt. in Contemporary Rhetorical Theory. Ed. John Louis Lucaites, Celeste Michelle Condit, and Sally Caudill. New York: Guilford Press, 1999. Print. 232-46.

Mon., Sept. 1 Labor Day Holiday: No class.

If you haven’t already, email ([email protected]) me with your selection for the book review.

Mon., Sept. 8

Be ready to discuss which book you’ve selected to review, why you selected it, and how you see it fitting with your research interests. Note: you do not have to have read the entire book by this date, simply know enough to tell us what it is generally about. Find, read, and bring a copy to class of a book review that you might be able to use as a model for your review, preferably from a journal that you might target for your own review’s potential publication. Be ready to discuss and work with this review in class

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Form research groups. Rhetorical Studies and the Stories We Tell (67 pages)

Royster, Jacqueline Jones, and Gesa E. Kirsch. “Our Own Stories of Professional Identity” and “Documenting a Need for Change in Rhetorical Studies.” Feminist Rhetorical Practices: New Directions in Rhetoric, Composition, and Literacy Ltudies. Carbondale: Southern Illinois University Press, 2012. Print. 3-28. (25 pages)

Ianetta, Melissa, and James Fredal. “Surveying the Stories We Tell: English, Communication, and the Rhetoric of Our Surveys of Rhetoric.” Rhetoric Review 25.2 (2006): 185‐203. (18 pages)

“Burkean Parlor.” Rhetoric Review 7.1 (Autumn 1988): 194‐213. (section on Vitanza removed) (21 pages) Enoch, Jessica. “Review of Archives of Instruction.” Composition Studies. 34.1 (2006): 123-126. Web. http://www.uc.edu/content/dam/uc/journals/composition-studies/docs/bookreviews/34-1/enoch.pdf.

Mon., Sept. 15

Draft of book review due to D2L dropbox before the start of class. Respond to the drafts of peers in your research group by Fri., Sept. 19th. Burke, Drama, and Identification (56 pages)

Burke, Kenneth. Excerpt from A Rhetoric of Motives. The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. Bedford/St. Martin’s, 2000. Print. 1324-1340. Burke, Kenneth. “Dramatism.” Readings in Contemporary Rhetoric. Ed. Karen A. Foss, Sonja K. Foss, and Robert Trapp. Long Grove: Waveland Press, 2002. Print. 160-170. Ratcliffe, Krista. “Identifying Places of Rhetorical Listening: Identification, Disidentification, and Non-Identification.” Rhetorical Listening: Identification, Gender, and Whiteness. Carbondale, IL: Southern Illinois UP, 2006. Print. 47-77.

Mon., Sept. 22

Discuss select book review drafts.




Wingspread, Perelman & Olbrechts-Tyteca, and Corbett (58 pages)

Perelman, Chaim, and Lucie Olbrechts-Tyteca.” Excerpt from The New Rhetoric. The Rhetorical Tradition: Readings from Classical Times to the Present. Ed. Patricia Bizzell and Bruce Herzberg. Bedford/St. Martin’s, 2000. Print. 1375-78. Perelman, Chaim. “The New Rhetoric.” The Prospect of Rhetoric. Report of the National Development Project, Sponsored by Speech Communication Association. Ed. Lloyd Bitzer and Edwin Black. Englewood Cliffs: Prentice Hall, 1971. Print. 115-122. Condit, Celeste Michelle. “Chaim Perelman’s Prolegomenon to a New Rhetoric: How Should We Feel?” A Response to Chaim Perelman’s “The New Rhetoric.” Reengaging the Prospects of Rhetoric: Current Conversations and Contemporary Challenges. Ed. Mark J. Porrovecchio. New York: Routledge, 2010. 96-111. Print. Corbett, Edward P. J. “Rhetoric in Search of a Past, Present, and Future.” The Prospect of Rhetoric. Report of the National Development Project, Sponsored by Speech Communication Association. Ed. Lloyd Bitzer and Edwin Black. Englewood Cliffs: Prentice Hall, 1971. Print. 166-78.

Myers, Nancy. “Relocating Knowledge: The Textual Authority of Classical Rhetoric for the Modern Student.” The Locations of Composition. Ed. Christopher J. Keller and Christian R. Weisser. New York: State U of New York P, 2007. Print. 229-50.

Mon., Sept. 29

Final draft of book review (with required cover sheet) due: upload to D2L dropbox before the start of class. Invention (65 pages)

Wallace, Karl R. “Topoi and the Problem of Invention.” Quarterly Journal of Speech 58.4 (1972): 387-95. Crowley, Sharon. “The Evolution of Invention in Current-Traditional Rhetoric.” Rhetoric Review 3.2 (1985): 146-62. Liu, Yameng. “Invention and Inventiveness: A Postmodern Redaction.” Perspectives on Invention. Ed. Janet M. Atwill and Jancie M. Lauer. Tennessee Studies in Literature. Vol. 39. Knoxville: U of Tennessee P, 2002. 53-63. Print. Phelps, Louise Wetherbee. “Institutional Invention: (How) Is It Possible?” Perspectives on Rhetorical Invention. Ed. Janet M. Atwill and Jancie M. Lauer. Tennessee Studies in Literature. Vol. 39. Knoxville: U of Tennessee P, 2002. 64-95. Print.



Mon., Oct. 6 Genre (71 pages)

Miller, Carolyn R. “Genre as Social Action.” The Quarterly Journal of Speech 70 (1984): 151-67. Rpt. in Landmark Essays on Contemporary Rhetoric. Ed. Thomas B. Farrell. Mahwah: Lawrence Erlbaum, 1998. Print. 123-42. Reiff, Mary Jo, and Anis S. Bawarshi. “Rhetorical Genre Studies.” Genre: An Introduction to History, Theory, Research, and Pedagogy. The WAC Clearinghouse, 2010. Web. 78-104. http://wac.colostate.edu/books/bawarshi_reiff/chapter6.pdf

Devitt, Amy J., Anis Bawarshi, and Mary Jo Reiff. “Materiality and Genre in the Study of Discourse Communities.” College English 65.5 (2003): 541-58.

Paré, Anthony. “Genre and Identity: Individuals, Institutions, and Ideology.” The Rhetoric and Ideology of Genre. Ed. Richard Coe, Lorelei Lingard, and Tatiana Teslenko. Cresskill: Hampton Press, 2002. 57‐71.

Mon., Oct. 13

Midpoint: Oct. 14 Students wishing to withdraw with a “W” should do so prior to Oct. 14th. Sign-up for conferences to be held on Oct. 27th.

Rhetoric & Ideology (84 pages)

McGee, Michael Calvin. “The ‘Ideograph’: A Link Between Rhetoric and Ideology.” The Quarterly Journal of Speech 66 (1980): 1-16. Rpt. in Landmark Essays on Contemporary Rhetoric. Ed. Thomas B. Farrell. Mahwah: Lawrence Erlbaum, 1998. Print. 85-102. Berlin, James A. “Social-Epistemic Rhetoric, Ideology, and English Studies.” Rhetorics, Poetics, and Cultures: Refiguring College English Studies. Urbana: NCTE, 1996. 77-94. Print. Olson, Gary A. “Ideological Critique in Rhetoric and Composition.” Rhetoric and Composition as Intellectual Work. Ed. Gary A. Olson. Carbondale: Southern Illinois UP, 2002. 81-90. Print. Althusser, Louis. “Ideology and Ideological State Apparatuses: Notes Towards an Investigation.” Lenin and Philosophy and Other Essays. Trans. Ben Brewster. New York: Monthly Review Press, 2001. Print. 85-126.



Mon., Oct. 20

Draft of research proposal due as an upload to the D2L dropbox before the start of class. Responses to peer draft proposals due by Fri., Oct. 24th.

Publics & Public Rhetorics (90 pages) Habermas, Jürgen. Excerpt from The Structural Transformation of the Public Sphere: An Inquiry into a Category of Bourgeois Society. Trans. Thomas Burger with Frederick Lawrence. Cambridge: MIT Press, 1989. Print. 31-43.

Fraser, Nancy. “Rethinking the Public Sphere: A Contribution to the Critique of Actually Existing Democracy.” Social Text 25/26 (1990): 56-80. Hauser, Gerard A. “Civil Society and the Principle of the Public Sphere.” Philosophy and Rhetoric 31.1 (1998): 19-40.

Cintron, Ralph. “Gangs and Their Walls.” Angels’ Town: Chero Ways, Gang Life, and Rhetorics of the Everyday. Boston: Beacon Press, 1997. Print. 163-96.

Mon., Oct. 27 Conferences in my office: 25 Park Place, Room 2430.

Final draft of research proposal due as an upload to D2L dropbox prior to the start of your scheduled conference time.

Mon., Nov. 3

Agency & Kairos (80 pages)

Herndl, Carl G., and Adela C. Licona. “Shifting Agency: Agency, Kairos, and the Possibilities of Social Action.” Communicative Practices in Workplaces and the Profession. Ed. Mark Zachary and Charlotte Thralls. Amityville: Baywood, 2007. Print. 133-53.

Riedner, Rachel, and Kevin Mahoney. “Articulating Action in a Neoliberal World.” Democracies to Come: Rhetorical Action, Neoliberalism, and Communities of Resistance. Lanham: Lexington Books, 2008. Print. 17-38.

Reynolds, Nedra. “Interrupting Our Way to Agency: Feminist Cultural Studies and Composition.” Feminism and Composition Studies: In Other Words. Ed. Susan C. Jarratt and Lynn Worsham. Rpt. In The Norton Book of Composition Studies. Ed. Susan Miller. New York: Norton, 2009. Print. 897-907.




Cooper, Marilyn M. “Rhetorical Agency as Emergent and Enacted.” CCC 62.3 (2011): 420-49.

Mon., Nov. 10

Re-Reading Histories of Rhetoric (71 pages)

Agnew, Lois, Laurie Gries, Zosha Stuckey, Vicki Tolar Burton, Jay Dolmage, Jessica Enoch, Ronald L. Jackson II, LuMing Zao, Malea Powell, Arthur E. Walzer, Ralph Cintron, and Victor Vitanza. “Octalog III: The Politics of Historiography in 2010.” Rhetoric Review 30.2 (2011): 109-134.

Jarratt, Susan. “The First Sophists: History and Historiography.” Rereading the Sophists: Classical Rhetoric Refigrured. Carbondale: Southern Illinois UP, 1998. Print. 1-29.

Glenn, Cheryl. “Mapping the Silences, or Remapping Rhetorical Territory.” Rhetoric Retold: Regendering the Tradition from Antiquity through the Renaissance. Carbondale: Southern Illinois UP, 1997. Print. 1-17.

Mon., Nov. 17

Feminist Rhetorics (98 pages)

Royster, Jacqueline Jones. “A View from a Bridge: Afrafeminist Ideologies and Rhetorical Studies.” Traces of a Stream: Literacy and Social Change Among African American Women. Pittsburgh: U of Pittsburgh P, 2000. 251-85. Mountford, Roxanne. “On Gender and Rhetorical Space.” Rhetoric Society Quaterly 31.1 (2001): 41-71. Dickson, Barbara. “Reading Maternity Materially: The Case of Demi Moore.” Rhetorical Bodies. Ed. Jack Selzer and Sharon Crowley. Madison, U of Wisconsin P, 1999. Print. 297-313. Stenberg, Shari J. “The Rhetorical Tradition Through a Feminist Lens: Locating Women.” Composition Studies Through a Feminist Lens. Anderson, SC: Parlor Press, 2013. Print. 19-37.

Mon., Nov. 24 Thanksgiving Holiday: No class Nov. 24-28.



Mon., Dec. 1 Draft of academic essay due to D2L dropbox before the start of class.

The Relationships Among Rhetoric, Composition, and Pedagogy (47 pages) Glenn, Cheryl, and Martín Carcasson. “Rhetoric as Pedagogy.” The Sage Handbook of Rhetorical Studies. Ed. Andrea Lunsford. Los Angeles: Sage, 2009. Print. 285‐292. Horner, Bruce, and Min‐Zhan Lu. “Rhetoric and (?) Composition.” The Sage Handbook of Rhetorical Studies. Ed. Andrea Lunsford. Los Angeles: Sage, 2009. Print. 293‐315. Fleming, David. “Rhetoric and Argumentation.” A Guide to Composition Studies. 2nd ed. Ed. Gary Tate, Amy Rupiper Taggart, Kurt Schick, and H. Brooke Hesller. New York: Oxford UP, 2013. Print. 248-65.

Mon., Dec. 8

Last day of class.

Read all peer drafts of academic essay and be ready to discuss strengths and areas for improvement. Bring print or electronic copies of all peer drafts. Presentations of work-in-progress draft. Prepare questions for areas on which you’d like specific feedback. Be ready for full-class discussion of your draft.

Mon., Dec. 15

The final draft of your academic essay (with required cover page) is due as an upload to D2L dropbox no later than 5:00 PM, Mon., Dec. 15th. You are welcome to begin submitting your final essay as early as Tues., Dec. 9th.

Documents

English 8174: 20th & 21st Century Rhetoric Syllabus, Fall 2014